Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/13736 |
Resumo: | This research focuses on the tense relationship between children and their own writing skill at school. Reading and writing are intermingled and simultaneous through the literacy process, though not coincident in their effects. The expression "tense relationship" here adopted disclaims any possibility of taking for granted that writing skills would undertake a natural trend, i.e., free from deep conflict, once the child is already a "language speaker . This argument seems not to be sustained by the serious and enigmatic problems the child has when s/he has to deal with the teaching-learning of her/s mother tongue. True enough, the effects of mentioned tension student-writing has a heterogeneous profile, which can be apprehended through the multifaceted ways of reformulating one s writings: different erasure markings and/or internal sequential unstable text rearrangements. In this sense, the present dissertation dealt with such occurrences, both from an empirical and a theoretical approach, taking into account the two initial years of Brazilian School, named Fundamental II. At such a stage, it is expected that students writings are better stabilized and with few errors. Those unwilling manifestations, from the teachers point of view, indicate that the writer has been affected by he/s own writing. This seems to be a crucial turning point in the learning process, since s/he may overcome her/s difficulty or, worse, get stuck in a doing-redoing task. From the theoretical perspective regarding language, this study is assumes the European Structuralism scientific proposal (SAUSSURE, 1916) and (JAKOBSON, 1954;1960) and follows J-C Milner s approach to those authors, and also the developments put forward by Cláudia de Lemos in the realm of Language Acquisition and Lier-DeVitto in the field of Language Pathology and Clinic. The theoretical option for that structural approach is due to the relevance they place in error, which questions the psychological subject and favors the hypothesis of the unconscious, introduced by Freud (1900). It is understood here that such a theoretical framework sheds light on the literacy process, since tension and conflict are constitutive moves in the subject-language relationship. There are three proposed structural shifts which are qualified as the child s changing of position as far as language acquisition is concerned. The child s starting point has to do with her/s (1) attachment (dependency) to the others oral or written production. In a given structural logical moment, (2) the functioning of language itself operates on the incorporated segments, producing errors and strange textual composition, which are listened to (3) when the subjective split takes place (a division between an instance who hears and another who speaks), allowing for the listening to one s own speech/writing. This is the most relevant structural position for the present study, which discusses erasures and textual rearrangements in the sphere of the child-writing relationship |
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Lier-DeVitto, Maria Franciscahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4296585U5Pires, Vera Lucia2016-04-28T18:23:04Z2015-07-082015-06-29Pires, Vera Lucia. Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais. 2015. 114 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015.https://tede2.pucsp.br/handle/handle/13736This research focuses on the tense relationship between children and their own writing skill at school. Reading and writing are intermingled and simultaneous through the literacy process, though not coincident in their effects. The expression "tense relationship" here adopted disclaims any possibility of taking for granted that writing skills would undertake a natural trend, i.e., free from deep conflict, once the child is already a "language speaker . This argument seems not to be sustained by the serious and enigmatic problems the child has when s/he has to deal with the teaching-learning of her/s mother tongue. True enough, the effects of mentioned tension student-writing has a heterogeneous profile, which can be apprehended through the multifaceted ways of reformulating one s writings: different erasure markings and/or internal sequential unstable text rearrangements. In this sense, the present dissertation dealt with such occurrences, both from an empirical and a theoretical approach, taking into account the two initial years of Brazilian School, named Fundamental II. At such a stage, it is expected that students writings are better stabilized and with few errors. Those unwilling manifestations, from the teachers point of view, indicate that the writer has been affected by he/s own writing. This seems to be a crucial turning point in the learning process, since s/he may overcome her/s difficulty or, worse, get stuck in a doing-redoing task. From the theoretical perspective regarding language, this study is assumes the European Structuralism scientific proposal (SAUSSURE, 1916) and (JAKOBSON, 1954;1960) and follows J-C Milner s approach to those authors, and also the developments put forward by Cláudia de Lemos in the realm of Language Acquisition and Lier-DeVitto in the field of Language Pathology and Clinic. The theoretical option for that structural approach is due to the relevance they place in error, which questions the psychological subject and favors the hypothesis of the unconscious, introduced by Freud (1900). It is understood here that such a theoretical framework sheds light on the literacy process, since tension and conflict are constitutive moves in the subject-language relationship. There are three proposed structural shifts which are qualified as the child s changing of position as far as language acquisition is concerned. The child s starting point has to do with her/s (1) attachment (dependency) to the others oral or written production. In a given structural logical moment, (2) the functioning of language itself operates on the incorporated segments, producing errors and strange textual composition, which are listened to (3) when the subjective split takes place (a division between an instance who hears and another who speaks), allowing for the listening to one s own speech/writing. This is the most relevant structural position for the present study, which discusses erasures and textual rearrangements in the sphere of the child-writing relationshipEsta pesquisa focaliza a relação tensa da criança com a escrita, quando do encontro formal, escolar, com essa modalidade de linguagem. Considera-se, aqui, tanto a alfabetização, quanto a extensão e a eficácia do processo de letramento. Fiz menção a uma relação tensa para descartar qualquer possibilidade de se supor que, por ser um já falante , a entrada na escrita seria um passo natural e sem muito conflito argumento que os sérios e enigmáticos problemas escolares, decorrentes do que se concebe como ensino-aprendizagem da Língua Materna, parecem não sustentar. A tensão na relação aluno-escrita assume perfil heterogêneo, que se inscreve em formas variadas de rasuras, desordens e rearranjos sequenciais/textuais instáveis, entre outras manifestações, que serão trabalhadas nesta tese, cujo recorte destaca os dois anos iniciais do Ensino Fundamental II; períodos escolares em que já se espera uma escrita mais estabilizada e sem muitos erros ortográficos. Na maioria das vezes tais manifestações sensíveis indicam que o escrevente é afetado pelo que ele mesmo escreve. Acontece que o aluno pode ficar fixado num fazer-refazer sem saída satisfatória desse impasse frente a escrita de sua língua materna. Do ponto de vista teórico, e no que diz respeito à linguagem, esta tese aproxima-se do estruturalismo europeu (Saussure, 1916; Jakobson, 1954; 1960), conforme releitura de Milner (1978[2012], 2000[2002]) - de que se aproxima o Interacionismo em Aquisição da Linguagem (De LEMOS, 1992) e a Clínica de Linguagem (LIER-DeVITTO, 1999; 2000, 2006 e outros). A opção teórica por estas abordagens de cunho estrutural decorre da relevância nelas atribuída ao erro, que interroga a posição do sujeito no processo de aquisição da linguagem e na clínica. Tensão é parte constitutiva da relação sujeito-linguagem. Três deslocamentos estruturais são propostos e qualificados como mudanças de posição da criança: (1) em relação à fala do outro, (2) à Língua e (3) à própria fala (De LEMOS, 2002). Na terceira posição, emerge a escuta para a própria fala/escrita, posição que é da maior relevância para esta tese, que aborda os conflitos que ela pode introduzir na esfera da relação criança-escritaCoordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/30508/Vera%20Lucia%20Pires.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Linguística Aplicada e Estudos da LinguagemPUC-SPBRLingüísticaAquisição da escritaAlfabetizaçãoLetramentoAnalfabetismo funcionalChildren s erasuresChildren s textual disordersWriting acquisitionLiteracy processCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAPontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuaisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTVera Lucia Pires.pdf.txtVera Lucia Pires.pdf.txtExtracted texttext/plain218112https://repositorio.pucsp.br/xmlui/bitstream/handle/13736/3/Vera%20Lucia%20Pires.pdf.txt1e1c9b9f7fe77def55223394bcafe578MD53ORIGINALVera Lucia Pires.pdfapplication/pdf2922868https://repositorio.pucsp.br/xmlui/bitstream/handle/13736/1/Vera%20Lucia%20Pires.pdfaee07512c47b0cd256113720ea449aacMD51THUMBNAILVera Lucia Pires.pdf.jpgVera Lucia Pires.pdf.jpgGenerated Thumbnailimage/jpeg1943https://repositorio.pucsp.br/xmlui/bitstream/handle/13736/2/Vera%20Lucia%20Pires.pdf.jpgcc73c4c239a4c332d642ba1e7c7a9fb2MD52handle/137362022-04-27 22:35:17.456oai:repositorio.pucsp.br:handle/13736Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T01:35:17Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false |
dc.title.por.fl_str_mv |
Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais |
title |
Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais |
spellingShingle |
Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais Pires, Vera Lucia Aquisição da escrita Alfabetização Letramento Analfabetismo funcional Children s erasures Children s textual disorders Writing acquisition Literacy process CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais |
title_full |
Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais |
title_fullStr |
Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais |
title_full_unstemmed |
Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais |
title_sort |
Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais |
author |
Pires, Vera Lucia |
author_facet |
Pires, Vera Lucia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lier-DeVitto, Maria Francisca |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4296585U5 |
dc.contributor.author.fl_str_mv |
Pires, Vera Lucia |
contributor_str_mv |
Lier-DeVitto, Maria Francisca |
dc.subject.por.fl_str_mv |
Aquisição da escrita Alfabetização Letramento Analfabetismo funcional |
topic |
Aquisição da escrita Alfabetização Letramento Analfabetismo funcional Children s erasures Children s textual disorders Writing acquisition Literacy process CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Children s erasures Children s textual disorders Writing acquisition Literacy process |
dc.subject.cnpq.fl_str_mv |
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This research focuses on the tense relationship between children and their own writing skill at school. Reading and writing are intermingled and simultaneous through the literacy process, though not coincident in their effects. The expression "tense relationship" here adopted disclaims any possibility of taking for granted that writing skills would undertake a natural trend, i.e., free from deep conflict, once the child is already a "language speaker . This argument seems not to be sustained by the serious and enigmatic problems the child has when s/he has to deal with the teaching-learning of her/s mother tongue. True enough, the effects of mentioned tension student-writing has a heterogeneous profile, which can be apprehended through the multifaceted ways of reformulating one s writings: different erasure markings and/or internal sequential unstable text rearrangements. In this sense, the present dissertation dealt with such occurrences, both from an empirical and a theoretical approach, taking into account the two initial years of Brazilian School, named Fundamental II. At such a stage, it is expected that students writings are better stabilized and with few errors. Those unwilling manifestations, from the teachers point of view, indicate that the writer has been affected by he/s own writing. This seems to be a crucial turning point in the learning process, since s/he may overcome her/s difficulty or, worse, get stuck in a doing-redoing task. From the theoretical perspective regarding language, this study is assumes the European Structuralism scientific proposal (SAUSSURE, 1916) and (JAKOBSON, 1954;1960) and follows J-C Milner s approach to those authors, and also the developments put forward by Cláudia de Lemos in the realm of Language Acquisition and Lier-DeVitto in the field of Language Pathology and Clinic. The theoretical option for that structural approach is due to the relevance they place in error, which questions the psychological subject and favors the hypothesis of the unconscious, introduced by Freud (1900). It is understood here that such a theoretical framework sheds light on the literacy process, since tension and conflict are constitutive moves in the subject-language relationship. There are three proposed structural shifts which are qualified as the child s changing of position as far as language acquisition is concerned. The child s starting point has to do with her/s (1) attachment (dependency) to the others oral or written production. In a given structural logical moment, (2) the functioning of language itself operates on the incorporated segments, producing errors and strange textual composition, which are listened to (3) when the subjective split takes place (a division between an instance who hears and another who speaks), allowing for the listening to one s own speech/writing. This is the most relevant structural position for the present study, which discusses erasures and textual rearrangements in the sphere of the child-writing relationship |
publishDate |
2015 |
dc.date.available.fl_str_mv |
2015-07-08 |
dc.date.issued.fl_str_mv |
2015-06-29 |
dc.date.accessioned.fl_str_mv |
2016-04-28T18:23:04Z |
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info:eu-repo/semantics/publishedVersion |
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doctoralThesis |
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Pires, Vera Lucia. Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais. 2015. 114 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/13736 |
identifier_str_mv |
Pires, Vera Lucia. Pontos de conflito na relação criança-escrita e seus efeitos heterogêneos: rasuras, reformulações, recomposições textuais. 2015. 114 f. Tese (Doutorado em Lingüística) - Pontifícia Universidade Católica de São Paulo, São Paulo, 2015. |
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Lingüística |
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Pontifícia Universidade Católica de São Paulo |
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